The materials reviewed for Grade 5 meet the criteria for Indicator 1a. 

The materials contain a variety of publishable anchor texts that span the year’s worth of materials. The texts include a wide range of student interests such as weather, science fiction, adventure, Greek Mythology, and biographies. Colorful and engaging illustrations are common among the texts. Texts include rich language that builds on key academic vocabulary that is highlighted throughout the text. Texts cover a variety of historical events and human interest. Texts and topics allow students to relate and/or reflect on themselves, their world and their actions. The texts are well-crafted and content-rich. 

Examples include, but are not limited to, the following:

• In Unit 1, Lesson 1, students read The Marble Champ by Gary Soto. This realistic fiction story tells a story about a girl who plays marbles. This text contains colorful illustrations. 

• In Unit 2, Lesson 4, students read the rhyming narrative nonfiction, Salmon Creek by Annette LeBox. This text describes the salmon life cycle and demonstrates a range of vocabulary that supports the topic. 

• In Unit 3, Lesson 6, students read My Librarian is a Camel: How Books are Brought to Children Around the World by Margriet Ruurs. This informational text contains interesting facts about how kids from around the world receive books. Colorful graphics show students key information about the countries highlighted in the text. 

• In Unit 4, Lesson 1, students read the informational text, Midnight Forests: A Story of Gifford Pinchot and Our National Forests by Gary Hines. This text includes academic vocabulary as well as knowledge demands of how the branches of government work.

• In Unit 5, Lesson 4, students read Thomas Jefferson Grows a Nation by Peggy Thomas. This biography contains engaging illustrations while the text centers around the metaphor of planting and cultivating a garden.

• In Unit 6, Lesson 2, students read The Storyteller by Saki. This classic short story contains colorful illustrations and teaches a unique perspective on fairy tales. 

The materials reviewed for Grade 5 meet the criteria for Indicator 1b. 

The materials reflect the distribution of text types and genres required by the standards. Text types include, but are not limited to, historical fiction, myths, poetry, biographies, and dramas. The materials also reflect a 50/50 balance between informational texts and literary texts. Core texts demonstrate a comprehensive collection of informational and literary texts integrated throughout units. Some units may place more emphasis on informational or literature, but the overall year’s worth of material contains a balance. For example, Unit 6 contains four literary anchor texts with two informational anchor texts while Unit 5 contains four informational anchor texts and two literary anchor texts. However, over the course of the year’s worth of materials students read a balance of text types. In addition, supplemental texts included to enhance core reading also provide a variety of genres including biographies, dramas, fables, historical fiction, poetry, narrative nonfiction, realistic fiction, and informational texts.

Materials reflect the distribution of text types/genres required by the grade-level standards. Examples include, but are not limited to, the following:

• In Unit 1, Lesson 2, during Reading and Responding, students read the biography, Queen of the Track: Alice Coachman, Olympic High-Jump Champion by Heather Lang. 

• In Unit 2, Lesson 4, during Reading and Responding, students read a rhyming narrative nonfiction text, Salmon Creek by Annette LeBox and Karen Reczuch.

• In Unit 3, Lesson 4, during Reading and Responding, students read an autobiography, The House Baba Built: An Artist’s Childhood in China by Ed Young. 

• In Unit 4, Lesson 1, during Reading and Respond, students read an informational text, Midnight Forests: A Story of Gifford Pinchot and Our National Forests by Gary Hines. 

• In Unit 5, Lesson 2, during Reading and Responding, students read the historical fiction text, A Spy by Chance by Dennis Fertig. 

• In Unit 6, Lesson 2, during Reading and Responding, students read the poem, Today is Very Boring by Jack Prelutsky. 

Materials reflect a 44/56 balance of informational and literary texts with 15 literary and 22 informational texts.

• Examples of informational include but are not limited to, the following:

  • In Unit 1, Lesson 3, students read an informational text, One Small Step by Vidas Barzdukas.

  • In Unit 2, Lesson 6, students read an informational text, A Handful of Dirt by Raymond Bial.

  • In Unit 5 Lesson 6, students read an informational text, Building the Transcontinental Railroad by Samantha Paterson.

• Examples of literature include but are not limited to, the following:

  • In Unit 3, Lesson 5, students read the realistic fiction text, Just 17 Syllables by Dennis Fertig.

  • In Unit 4, Lesson 3, students read the literary text, Alejandro’s Gift by Richard E. Albert.

  • In Unit 6, Lesson 1, students read the literary text, Arts Work! By Dan Alvarez.

The materials reviewed for Grade 5 meet the criteria for Indicator 1f. 

The materials include multiple opportunities for students to engage with text-dependent questions and tasks. The materials provide text-dependent questions throughout the week through the Access Complex Text, Essential Questions, Text Connections, and Anchor and Supporting text within the Teacher Edition and Student Anthology Student Book. During the first read, most questions are addressed through teacher-led discussions, but move toward students writing the responses on Days 3 and 4. The materials provide comprehension questions in the Student Anthology that ask students to refer to the text to answer. The Teacher Edition provides prompts, modeling, and possible answers that show how to refer to the text to respond to questions. These prompts help the teacher plan and implement the use of text-dependent questions and tasks with their reading. 

Text-specific and text-dependent questions and tasks support students in making meaning of the core understandings of the texts being studied. Examples include, but are not limited to, the following:

• In Unit 1, Lesson 5, Day 4, during Reading and Responding, students read Hatchet by Gary Paulsen. In the Student Anthology, students answer prompts under the Look Closer section. These include, “Infer why Brian dreams about certain people, and use quotes from the text to support our inference” “Compare and contrast Brian’s reactions to the porcupine quills in his leg and his struggles to make fire. Infer what lesson Brian has learned.”

• In Unit 2, Lesson 1, Day 3, during Reading and Responding, students reread the anchor text Monsoons: From Myth to Modern Science by Elaine David. The Student Anthology section,Text Connections, includes text-dependent questions at the end of the reading selection for students such as, “In the myth at the beginning of ‘Monsoons,’ what is the conflict in the narrative, and what does it cause? How does the map on page 125 help you better understand the monsoon cycles in Vietnam? Identify personification of forces of nature in both ‘Monsoons’ and the Read-Aloud ‘Chinook!” How do you think the invention of modern meteorology has changed the way people in Vietnam think about monsoons?”

• In Unit 3, Lesson 6, Day 3, during Reading and Responding, students read My Librarian Is a Camel: How Books are Brought to Children Around the World by Margriet Ruurs. In the Student Anthology, students answer text connection questions such as, “Which librarians have the hardest job in My Librarian Is a Camel and why do you think so?” “How does having library access change the lives of one town or group of people in My Librarian Is a Camel?”

• In Unit 4, Lesson 3, Day 3, during Reading and Responding, Access Complex Text section, after students reread page 390-391 of Alejandro’s Gift by Robert Albert, students are directed to answer questions such as, “The animals were no longer fearful is an effect. What is a cause?” Students then reread page 391 to determine the main idea.

• In Unit 5, Lesson 4, Day 3, during Reading and Responding, students are asked, “Why did Jefferson want to purchase the Louisiana Territory? Give specific reasons.” “Also, in ‘The Starving Time’, you read about the challenges that colonists faced when they tried farming. What farming challenges did Jefferson overcome in this selection?”

• In Unit 6, Lesson 4, Day 1, during Reading and Responding, students read the anchor text The Last Leaf by O. Henry. According to the Discuss the Selection section, students engage in discussion by answering the following text-specific questions, “How do the characters respond to challenges? What are some themes of this story? Use details from the text to support your answer.” In addition, on Day 2, students focus on the close reading skill of sequencing. Students respond to the following examples of text-specific questions, “Sequence is the order in which events happen in a story. Sometimes the events are not told in the order they occur, so readers must pay attention to words that tell time and order. What time words on page 648 tell the sequence? Using these time words as clues, what event on page 648 happened first?”

Teacher materials provide support for planning and implementation of text-based questions, tasks, and assignments. Examples include, but are not limited to, the following:

• In Unit 1, Lesson 2 ,Day 2, during Reading and Responding, students read Queen of the Track: Alice Coachman Olympic High-Jump Champion by Heather Lang. The Teacher Edition provides the following prompt in the Access Complex Text section, “Have students reread pages 32-33. Discuss as follows: Let’s determine the main idea for page 33. We learn about Alice Coachman’s drive to run and jump. Despite all the obstacles in her way -- her papa’s disapproval, society saying it isn’t ladylike, many chores to do, and a lack of access to gyms where she could practice -- Alice just kept on running and jumping. I think the main idea is that Alice Coachman would not let anything stop her from running and jumping. What details on this page support that main idea?” The materials then provide possible student answers. 

• In Unit 2, Lesson 6, Day 1, during Reading and Responding, the Teacher Edition provides models and prompts for the comprehension strategies “A Handful of Dirt,”including Making Connections, Summarizing, and Clarifying. Discussion starters engage students in discussion by asking them questions including, “What is the most interesting information you learned about soil? Why do you think so? How will you think about soil differently after reading the selection? What is the most important thing someone should know or understand about dirt? Why?”

• In Unit 3, Lesson 2, Day 4, during Reading and Responding, students read The Pot That Juan Built by Nancy Andrews-Goebel. Under the Look Closer section, the Teacher Edition states, “Read each question with the class.” One of the questions is, “Describe how Juan shapes his pots. Quote details from the text to support your answer.” The Teacher Edition provides possible answers with examples from the text. 

• In Unit 4, Lesson 4, Day 1, during Reading and Responding, the Teacher Edition provides a model and prompt for the use of the following strategies during the first read of the text, Why Is the World Green? by Susan Miller. Discussion starters include, “What information surprised you from the text? Why? Besides flooding, what other events might disrupt an ecosystem? Why do you think so? How are the overall structures of ‘Why is the World Green?’ similar to My Librarian is a Camel - how do the authors organize the information?”

• In Unit 5, Lesson 4, Day 2, during Reading and Responding, students read Thomas Jefferson Grows a Nation by Peggy Thomas. Under Access Complex Text, the Teacher Edition gives the following information for the teacher, “Have students reread pages 520-521. Discuss as follows: An author thinks about the main ideas to construct sections of a text. Then, the author provides details to strengthen the main idea of a piece. Let’s determine the main idea of the last paragraph on page 521.” The Teacher Edition continues to model determining the main idea of the text. 

• In Unit 6, Lesson 4, Day 4, during Reading and Responding, students are asked the following questions about the text, The Last Leaf by O’ Henry, “What words and details best describe Mr. Behrman’s character? How would you describe Sue’s character based on story details on page 654? How is Sue different from Mr. Behrman in how they interact with others?” Earlier in the Teacher Edition, the materials direct the teacher to, “Remind students that character traits are revealed through thoughts, words, and actions of the characters, as well as the thoughts and reactions that the other characters have toward them. Authors can also use descriptive words to make the characters come to life.” Possible answers are provided. 

The materials reviewed for Grade 5 meet the criteria for Indicator 1g. 

Materials provide opportunities for students to use speaking and listening skills to apply their knowledge with a partner or whole group class discussions. In the Resource Library,  teachers can find procedures for a variety of speaking and listening protocols, including Selection Vocabulary, Clues, Problems, and Wondering, Reading the Selection, Know, Want to Know, Learned, and Handing-Off. The materials provide explicit “routines” throughout each unit. Although there are explicit protocols, the protocols have only slight variations over the course of the year. Variations in complexity occur through different types of student discussions, an increase of student independence, and question complexity.

Materials provide varied protocols to support students’ developing speaking and listening skills across the whole year’s scope of instructional materials. Examples include, but are not limited to, the following:

• In Unit 1, Getting Started, students learn about the Discussion Rules. This routine is continued after the first read of the text selection of every lesson in the unit. According to Unit 1, Getting Started, Day 2, students review the general rules of discussion and the teacher models how to ask for clarification about a topic that is being discussed. As the year progresses, students will take more responsibility during the discussion. They should connect conversations, explain their own ideas, clarify when necessary, summarize when appropriate, and ask additional questions. They begin discussing the selection. Discussion rules include:

  • Listen carefully as others speak. 

  • Do not interrupt a speaker. 

  • Raise their hands when they want to speak. 

  • Ask questions to get more information from a speaker. 

  • Respect others when they are speaking. 

  • Take turns speaking. 

  • Keep questions and responses focused on the idea that is being discussed.

• The Know, Want to Know, Learned Routine supports students as they browse the story and encourages student discussion of possible things that may be learned, questions and connections to content or topic. 

• The Handing-Off Routine is carried out in groups or with a partner, utilizing sentence stems for discussion such as: “I didn’t know that….” or “This selection made me think of…” or “I think this connects to the theme because…”. This routine encourages students to take control and lead the discussions, while the teacher periodically “checks in.” Over time, students are directed to take over more of the protocols and discussions as the teacher decreases their participation/scaffolding.

• The Reading the Selection routine provides explicit teacher modeling of student expectations for before reading, during reading, and after reading, including speaking and listening protocols. 

• In Unit 1, Lesson 5, Day 1, students browse Hatchet by Gary Paulson using the Clues, Problems, and Wonderings Routine. The teacher gives a short background about the selection. According to Instructional Routine 12, students use a graphic organizer to record any clues about the selection using text features such as charts, graphs, pictures or illustrations.Students write any possible problems anticipated (e.g., unknown words, confusing content, or text features). Students record wonders about the selection in the third column of the graphic organizer, including connections to the theme or other stories. During the reading, students add to their Clues, Problems, and Wonderings graphic organizer. After reading, students review and discuss what they have written with the whole class. The Teacher Guide directs, “Have students explain their thoughts and what they have learned from the discussion. Tell them they can return to the CPW chart to determine whether any of their questions were answered or whether they learned any new information from reading this selection. Let students decide which items need further discussion.”

• In Unit 2, Lesson 4, Day 1, students read Salmon Creek by Annette LeBox and use the Handing-Off Routine. The materials state, “Students should come to discussions prepared with their Student Anthology, so they can explicitly draw on the text throughout the discussion. Remind students to follow the agreed-upon rules for discussions, as necessary.”

• In Unit 3, Lesson 2, Day 1, students read The Pot That Juan Built by Nancy Andrews-Goebel. In the Preview the Selection section, students begin a KWL chart. Under the Discuss the Selection section, the Teacher Edition states, “Have students explain their thoughts and what they have learned from the discussion. Tell them they can return to the KWL chart to determine whether any of their questions were answered or whether they learned any new information from reading this selection. Let students decide which items need further discussion.” The materials include a completed KWL chart and Routine 8: Know, Want to Know, Learned as models.

• In Unit 5, Lesson 1, Day 2, after reading the text selection, students are asked to discuss the selection. As a class, the students share their observations about the text and then hand-off leadership to a peer to share their ideas, thus allowing the students to manage the discussions without teacher intervention. 

• In Unit 6, Lesson 5, Day 1, students read The Voice that Challenged a Nation: Marian Anderson and the Struggle for Equal Rights and the teacher uses the Handing Off Routine. Teacher directions state, “Students should come to discussions prepared with their Student Anthology, so they can explicitly draw on the text throughout the discussion. Remind students of the agreed-upon rules for discussions, as necessary. Engage students in a discussion by asking them the questions that follow.” Questions are provided with possible answers. 

Speaking and listening instruction includes facilitation, monitoring, and instructional supports for teachers. Examples include, but are not limited to, the following:

• The Program Overview provides general guidance on the facilitation of speaking and listening instruction. It states, “Listening and speaking skills are integrated throughout the lessons in Open Court Reading,” and then lists that the focus skills are “listening, speaking, interaction, and presenting information.” Throughout the program, tips are provided for the teacher to utilize when integrating these focus areas into classroom instruction including facilitating discussions, monitoring skills, and scaffolding support. 

• In Unit 2, Lesson 1, Day 1, materials provide guidance to the teacher to support discussing the text selection. For example, materials state, “TELL students to summarize the Read Aloud and then begin a discussion of the selection using Routine A, the Handing-Off Routine. Remind students to make comments that contribute to the discussion and elaborate on the remarks of others. Prompt students to pose questions related to other students’ comments or to the topic of discussion.”

• In Unit 5, Lesson 2, Day 1, materials provide teacher guidance to support student discussions of the text selection. For example, materials state, “USE Routine A, the Handing-Off Routine, to discuss “A Spy by Chance” as a class, carrying out assigned roles as leaders of the discussion. Students should come to discussions prepared, with their Student Anthology, so they can explicitly draw on the text throughout the discussion. Remind students to follow the agreed-upon rules for discussions, as necessary.”

The materials reviewed for Grade 5 meet the criteria for Indicator 1h.

Throughout the year’s worth of materials, students have opportunities to discuss what they are reading through varied speaking and listening opportunities. Discussions are incorporated into all the lessons under Discuss the Text. Students engage in conversations throughout each unit through the Reading and Responding portion of the lesson plan. Opportunities can be found within Reading and Responding in Access Complex Text, Text Connections, Close Reading, Comprehension Strategies, Discuss the Selection, Look Closer, and Inquiry Steps. These opportunities vary depending on the lesson and day within each unit. Many comprehension questions ask the students to discuss their answers and provide follow-up and related questions. Students discuss the theme and the Big Ideas in relation to the texts they are reading. Speaking and listening work requires students to utilize, apply, and incorporate evidence from texts and sources. Many of the discussions ask for evidence from the text that students are reading in the lesson. Students orally deliver their findings from the research they conduct during the inquiry process. A rubric is provided to assist in expectations for both the speaker and listeners during presentations. During the inquiry process, the teacher and students ask follow-up questions related to text previously read in the unit. 

Students have multiple opportunities over the school year to demonstrate what they are reading through varied speaking and listening opportunities. Examples include, but are not limited to, the following:

• In Unit 1, Lesson 1, Day 1, during Reading and Responding, Discuss the Read-Aloud, students listen to The Inventor’s Secret: What Thomas Edison Told Henry Ford by Suzanne Slade. Students listen for elements of informational text and discover what advice Thomas Edison gave Henry Ford. After the read-aloud, students answer questions such as, “Why was Henry Ford so determined to build a gas car? Why did Henry Ford have deep respect for Thomas Edison? Is perseverance necessary for success? Why or why not?” Students are asked to revisit the purpose of reading by responding to,  “What elements of informational text did you notice? What did Henry Ford learn from Thomas Edison?”

• In Unit 2, Lesson 4, Day 3, during Reading and Responding, Text Connections, students answer questions in the Student Anthology. The Teacher Edition states, “Call on various students to respond to each other’s questions and ask new ones when relevant to the topic.” Some of the questions include, “According to the life cycle section at the end of ‘Salmon Creek,’ why do Coho salmon have different colors and patterns at different life stages? Based on ‘Critter’s Crossing!’ and ‘Salmon Creek,’ what type of human-made crossing might be useful for spawning salmon?”

• In Unit 3, Lesson 2, Day 1, during Reading and Responding, Discuss the Selection, students read The Pot that Juan Built by Nancy Andrews-Goebel. After reading the selection, students engage in a discussion using the Handing Off Routine within Discuss the Selection by answering questions such as, “What is the most interesting thing you learned about Juan’s pottery? Why do you think so? Do you think it is important to preserve arts in a community? Why or why not? Do you think the author’s use of rhyming lines was effective in telling Juan’s story? Why or why not?” 

• In Unit 5, Lesson 4, Day 4, during Reading and Responding, Science Connection, students read “Kinds of Maps” as a class. Afterwards, students work with a partner to answer the questions, “How do maps help us understand people, places, and environments? Why do you think people decide to live where they do or move to other places? Think about the features Lewis and Clark mapped in the West: rivers, forests, and mountains. How might these physical characteristics have led to the creation of regions?”

Speaking and listening work requires students to utilize, apply, and incorporate evidence from texts and/or sources. Examples include, but are not limited to, the following:

• In Unit 1, Lesson 4, Day 3, during Reading and Responding, Text Connection, students read “The Great Serum Race” by Debbie S. Miller. Students are directed to turn to page 82 of the Student Anthology. The teacher reads over each text-specific question and calls on students to answer and discuss. Prompts include, “Explain why the sled dog teams in ‘The Great Serum Race’ were the only way to get the serum to Nome in the winter of 1925. Describe one event from the text that proves the argument of the final stanza in the poem “It Couldn’t Be Done.”

• In Unit 2, Lesson 6, Day 2, during Reading and Responding, Inquiry: Step 6-Deliver Presentations,  students present on research they have conducted throughout the unit. The directions state, “After the presentations, have other students summarize and recount key ideas and details from the information presented orally and through other media. They should note how each speaker’s claims are supported by evidence.”

• In Unit 4, Lesson 2, Day 4, during Reading and Responding, Look Closer: Keys to Comprehension, students complete a second read of the text and are expected to cite evidence when answering comprehension questions. The teacher calls on students to orally answer questions such as, “Based on ‘John Muir’ and ‘Midnight Forests’, what did Muir and Pinchot have in common? On what did they disagree? Support your answer with text details.”

• In Unit 5, Lesson 4, Day 1, during Reading and Responding, students read Thomas Jefferson Grows a Nation by Peggy Thomas. Under the Discuss the Selection section, students answer the question, “How was the account of the Federalist point of view described in this selection similar to how it was described in ‘The Search for the Mysterious Patriot’? How are the accounts different?” The Teacher’s Edition provides a possible answer with evidence from the text.

• In Unit 6, Lesson 4, Day 1, during Reading and Responding, students read The Last Leaf by O. Henry. During the Discuss the Selection section, one of the questions students discuss is, “How do the characters respond to challenges? What are some themes of this story? Use details from the text to support your answer.” Possible answers are provided for the teacher with text evidence included. 

The materials reviewed for Grade 5 meet the criteria for Indicator 1l.

Materials provide explicit instruction of the grade-level grammar and usage standards through the instruction and guided practice sections of the day’s activities that direct the teacher on wording and examples to teach the skill. The Skills Practice pages, Dictation, and Writing Assignments provide opportunities for students to demonstrate application of skills in context, including applying grammar and convention skills to writing.

Materials include explicit instruction of all grammar and usage standards for the grade level. Examples include, but are not limited to, the following:

• Students have opportunities to learn how to explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

  • In Unit 1, Lesson 5, Day 4, Grammar, Usage, and Mechanics, Apply, students each write two sentences with prepositional phrases that function as adverbs and two sentences with prepositional phrases that function as adjectives. Students exchange sentences with a partner and check for any grammar mistakes. Volunteers share their sentences with the class. 

  • In Unit 2, Lesson 3, Day 2, Grammar, Usage, and Mechanics Conjunctions, the materials state, “Display the following sentences. Point out the conjunctions. Ryan and Anna visited the Museum of Natural History. and Would you like to play chess or read a book? Explain to students that a conjunction is a word used to connect words or groups of words. The conjunctions in the first sentences are examples of coordinating conjunctions connecting words or groups of words with equal importance in a sentence. Tell students that the second sentence contains an example of a correlative conjunction to join words and groups of words.”

  • In Unit 6, Lesson 5, Day 4, Grammar, Usage, and Mechanics, Guided Practice, sentences are displayed, and students add appropriate interjections. Example: _____! You can’t be serious! Students write a pair of sentences with interjections. One sentence uses an exclamation point after the interjection, and the other uses a comma. Volunteers share their sentences and explain why each interjection was used. 

• Students have opportunities to learn how to form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.

  • In Unit 4, Lesson 2, Day 2, Grammar, Usage, and Mechanics Verb Tenses Instruct, the materials state, “Display the following sentence. Aliyah had sung in the choir. Past-perfect, Aliyah will have sung in the choir by this time next year. Future-perfect. Tell students that the present-perfect tense shows an action completed in the present or one that began in the past but continues into the present. The past perfect tense shows an action that began and ended in the past. The future-perfect tense shows an action that begins and ends in the future, usually before another event begins.”

  • In Unit 4, Lesson 2, Day 5, Grammar, Usage, and Mechanics, students identify the verb tense in each displayed sentence and correct any shifts in verb tense.

• Students have opportunities to learn how to use verb tense to convey various times, sequences, states, and conditions.

  • In Unit 3, Lesson 5, Day 4, Grammar, Usage, and Mechanics, Apply, the teacher writes the following words on separate slips of paper: past, present, present-perfect, past-perfect, future-perfect, and place them in a container. Volunteers provide a simple sentence using a present-tense verb. A different student draws a slip of paper from the container and rewords the sentence using the tense shown. This continues as time allows, or until all students have had a chance to reword a sentence.

  • In Unit 4, Lesson 6, Day 2, Grammar, Usage, and Mechanics, Review, the materials state, “The teacher reviews verb tenses and reminds students that a verb tense tells when an action takes place, and the perfect tenses describe actions in terms of when they began and/or ended. Students tell how perfect-tense verbs are formed. The teacher reminds students that they need to be consistent in the verb tenses they use because shifts in verb tense will confuse their readers. A six-column chart is made on the board and labeled present, past, future, present perfect, past perfect, future-perfect. The teacher provides students with a verb, such as wait, and tells the verb form in all six tenses. The verb tenses are recorded on the chart, and volunteers use some of them in sentences.”

• Students have opportunities to learn how to recognize and correct inappropriate shifts in verb tense.

  • In Unit 4, Lesson 2, Day 4, Grammar, Usage, and Mechanics Verb Tenses Instruct, the materials state, “Display the following sentences. Point out the verb tense in each. By the time she finishes, Abbie will have baked six pies. future-perfect tense, The class has begun their unit on the Middle Ages. present-perfect tense, The soldiers march into the field and set up camp. present tense, Pine cones and needles fell to the forest floor. past tense, The United Nations will host a conference on global pollution. future tense, Workers had already removed the bike racks from the park. past-perfect tense.” The teacher reminds the students of the types of verb tenses and talks through how to form the verb in each tense. The teacher explains that when they write, students need to be consistent in the verb tenses they use. Shifts in verb tense confuse readers because they are unsure of which tense is correct.

  • In Unit 6, Lesson 4, Day 2, Grammar, Usage, and Mechanics, Guided Practice, the teacher displays sentences and helps students correct the shifts in verb tense. Example: Since I was five years old, I will have been taking piano lessons.

• Students have opportunities to learn how to use correlative conjunctions (e.g., either/or, neither/nor).

  • In Unit 2, Lesson 3, Day 2, Grammar, Usage, and Mechanics Conjunctions Instruct, the materials state, “Display the following sentences. Point out the conjunctions. Neither camels nor llamas are native to Canada. neither, nor We cannot leave until you have finished your homework. until Explain to students that a conjunction is a word used to connect words or groups of words. Tell students that the sentences contain an example of a correlative conjunction. Correlative conjunctions work in pairs to join words and groups of words. The correlative conjunctions are either/or and neither/nor. Explain that the fourth sentence has an example of a subordinating conjunction, which joins two clauses, or groups of words, in a way that one clause is dependent on the other.”

  • In Unit 2, Lesson 3, Day 5, Grammar, Usage, and Mechanics, Review, the students identify the conjunctions and tell whether they are coordinating, subordinating, or correlative. Example: Either the dog jumped the fence, or someone left the gate open. 

• Students have opportunities to learn how to use punctuation to separate items in a series.

  • In Unit 2, Lesson 5, Day 2, Grammar, Usage, and Mechanics Commas Instruct, the materials state, “Display the sentences in the ePresentation slide. Point out the commas in each example. Remind students that commas are punctuation marks that help organize thoughts and items in a sentence. They show the reader where to pause and what thoughts go together. Tell students that commas are used to separate items in a series of words or phrases. A comma is used before or after the noun of direct address to set it off from the rest of the sentence.”

  • In Unit 4, Lesson 4, Day 2, Grammar, Usage, and Mechanics, Apply, students work with partners to write two sentences using colons, each in a different way, and one sentence that uses a semicolon. Partners exchange their sentences with another set of partners. Students read the sentences they receive and correct any errors in punctuation. Volunteers read aloud some of the sentences. 

• Students have opportunities to learn how to use a comma to separate an introductory element from the rest of the sentence.

  • In Unit 2, Lesson 5, Day 2, Grammar, Usage, and Mechanics, Apply, students work in small groups and write four sentences using commas in each of the following ways: one with a series of items, one with an introductory phrase, one with a tag question, and one with a noun of direct address. Groups exchange their sentences with other groups and check the sentences for comma usage. Each group corrects any errors and volunteers to share some of the sentences and explain the purpose of the commas.

  • In Unit 6, Lesson 5, Day 2, Grammar, Usage, and Mechanics Capitalization, Sentence Types, Conjunctions, Commas, the materials state, “Remind students that commas help organize thoughts and items in a sentence. They are used to separate three or more items in a series of words or phrases; they are used after long introductory phrases, and they set off tag questions and nouns of direct address.”

• Students have opportunities to learn how to use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).

  • In Unit 2, Lesson 5, Day 2, Grammar, Usage, and Mechanics, Guided Practice, the teacher writes a sentence on the board, and students explain the role of the commas in the sentence, Maisy, you have read Hatchet, haven’t you? The first comma sets off the direct address. The second comma sets off the tag question.

  • In Unit 2, Lesson 5, Day 5, Grammar, Usage, and Mechanics, Review, the teacher reviews with students that commas help organize thoughts and items in a sentence and are used to separate three or more items in a series of words or phrases, they are used after long introductory phrases, and they set off tag questions and nouns of direct address. The teacher displays sentences, and students add commas where they are needed. Example: You are volunteering at the shelter this spring aren’t you Rose?

• Students have opportunities to learn how to use underlining, quotation marks, or italics to indicate titles of works.

  • In Unit 4, Lesson 6, Day 4, Grammar, Usage, and Mechanics, students review punctuation in titles of works with students. The materials state, “Remind students that titles need to be formatted to set them off from the rest of the sentence. Ask students to tell you how to format longer works, such as books, movies, or the names of TV series. Use underlining or italics. Remind students that they should use italics when they are typing, though they can use underlining when writing by hand. Ask students to tell you how to format shorter works, such as poems, songs, or television episodes. Use quotation marks.” The teacher displays sentences and has students rewrite each sentence, adding correct punctuation for each title.

  • In Unit 4, Lesson 5, Day 2, Grammar, Usage, and Mechanics, Guided Practice, the teacher displays sentences, and volunteers tell how to punctuate each title. Examples: My grandpa has a copy of the book Oh! The Places You’ll Go! by Dr. Seuss. Trees is a poem by Joyce Kilmer written in 1913. 

• Students have opportunities to learn how to spell grade-appropriate words correctly, consulting references as needed.

  • In Unit 3, Lesson 5, Day 5, Spelling, Spelling Assessment, students write words dictated by the teacher. The teacher reads each word, uses it in a sentence, and gives students time to spell it correctly. The words contain the Greek root bio; and Latin roots aud and rupt.

  • In Unit 4, Lesson 5, Day 1, Spelling, Pretest, students write words dictated by the teacher. The teacher reads each word, uses the word in a sentence, and gives students time to spell it correctly and then has them proofread and correct any misspelled words. The words contain the prefixes en-, per-, and semi.

• Students have opportunities to learn how to expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

  • In Unit 2, Lesson 1, Day 1, Word Analysis Suffixes -ant/-ent and -al/-ial Developing Oral Language, students use the words from the word lines in sentence starters to write sentences. Students expand each sentence by adding more details to demonstrate the word’s meaning. Another student gives an antonym for the same word from the word lines and uses the antonym in a complete sentence.

  • In Unit 6, Lesson 3, Day 2, Grammar, Usage, and Mechanics, Guided Practice, the teacher displays sentences and volunteers correct each run-on or sentence fragment. Example: The Bolshoi Theater is in Moscow, Russia, its ballet company is one of the oldest in the world. 

• Students have opportunities to learn how to compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

  • In Unit 1, Lesson 2, Day 3, Read the Poem, Language Use: Metaphor and Dialect, the teacher tells students that a metaphor is a figure of speech that compares two unlike things, without using the words like or as. Students reread the first two lines of the poem and name the two things being compared. Students describe what a crystal stair might be like and how life is like a crystal stair. Students tell what the author compares to life’s troubles or struggles. The teacher points out examples of dialects like “I’se,” “a-climbin,’” and “kinder.” Students rewrite one sentence from the poem using formal English and compare and contrast how this changes the sentence’s feeling for the reader.

  • In Unit 6, Lesson 4, Day 4, Writer’s Craft Story Elements: Character, students reread pages 654–655. The teacher discusses the following questions with students, “How are the characters similar in how they speak English? Possible Answer: Both address people in a proper way with Miss or Mr. How is Mr. Behrman different from Sue in how he speaks English? Possible Answer: Mr. Behrman has an accent. He says ‘Vy’ instead of ‘why’ and ‘de’ instead of ‘the’.”

Materials include opportunities for students to demonstrate application of skills in context, including applying grammar and convention skills to writing. Examples include, but are not limited to, the following:

• In Unit 2, Lesson 1, Day 4, Grammar, Usage, and Mechanics, Apply, students complete Skills Practice 1 pages 93-94. Students rewrite sentences that are missing capital letters. For example: the fourth of july celebrates the signing of the declaration of independence.

  • In Unit 4, Lesson 2, Day 4, Grammar, Usage, and Mechanics: Verb Tense, students complete Skills Practice 2 pages 27-28. In the Apply section, students rewrite sentences using the correct tense for the underlined verb.

  • In Unit 4, Lesson 3, Day 5, Summary: Editing, students edit their writing using the editing checklist and suggestions from their peers. Included on the editing checklist are these prompts, “Did you use check comma usage in compound and complex sentences? Did you check all of your verb tenses for mistakes? Did you check the writing for misspelled words? Did you check the writing for mistakes in capitalization?”

  • In Unit 5, Lesson 4, Day 5, Response to Nonfiction: Revising, students use Skills Practice 2 page 132 to revise their writing. The Skills Practice page is a revising and editing checklist that includes, “Did you check for mistakes in pronoun use? Did you correctly punctuate titles of work? Did you check the writing for misspelled words? Did you check for misused homophones?” 

The materials reviewed for Grade 5 meet the criteria for Indicator 1m.

The teacher materials provide a daily lesson or component for vocabulary development and strategies that are consistent throughout each unit. The Scope and Sequence provides the vocabulary words for each lesson. Lessons contain concept vocabulary that relates to the unit theme as well as selection vocabulary found in the mentor text. The selection vocabulary words are also included in a vocabulary story, in which keywords are used and highlighted throughout the text in the Student Anthology Book. The Social Studies and Science Connection texts contain some of the selection vocabulary words as well. Students discuss vocabulary words together in class and write sentences using vocabulary words in the Skills Practice book. High-value words are incorporated in the vocabulary words, often with concept vocabulary or the words that appear in the Science and Social Studies connection. In the Language Arts portion of the materials, students are encouraged to use their new vocabulary in writing. 

Materials provide teacher guidance outlining a cohesive year-long vocabulary development component. Examples include, but are not limited to, the following:

• Section 4 of the Language Arts Handbook examines a series of vocabulary skills in the form of mini-lessons for students to learn, practice, and apply to their writing. 

• The Selection Vocabulary Routine provides guidance and support for student instruction which is referenced throughout the year: The routine is as follows:

  • Develop Vocabulary: Display the vocabulary words, pronunciations, and parts of speech. For each vocabulary word, discuss the definition. Have students use the context in the selection or the parts of the word to verify the meaning of the word. Provide examples and clarification as needed. 

  • Practice Vocabulary: As a class, review the selection vocabulary words by completing the vocabulary activity orally. Have students complete the vocabulary Skills Practice individually.

  • Apply vocabulary: Have students read the vocabulary story in Skills Practice. Review the selection vocabulary words and discuss the new forms of the words and any meanings that may have changed. Discuss the Concept Vocabulary Word and its connection to the theme.

  • Extend Vocabulary: As a class, complete the Extend Vocabulary Activity to help students expand their understanding of the selection vocabulary words. If applicable, complete the Multiple-Meaning Words activity to help students identify and understand the multiple-meaning vocabulary words.

  • Review Vocabulary: Complete the vocabulary activity to help students review the words. Provide examples and clarification as needed.

• The activities in the Intervention Guide can be used to develop and reinforce vocabulary. If students struggle to comprehend the meaning of vocabulary words, it is recommended to develop student-friendly definitions before proceeding with reinforcing activities. Reinforcing activities are grouped by general activities as well as category-specific activities for position words, naming words, action words, descriptive words, and listening, speaking, and viewing.

Vocabulary is repeated in contexts (before texts, in texts) and across multiple texts. Examples include, but are not limited to, the following:

• In Unit 1, Lesson 6, Day 1, during Reading and Responding, for the second section of Hatchet by Gary Paulsen, students learn and discuss the Selection Vocabulary, freshwater and regulate and how they are important to understanding the text. In Unit 1, Lesson 6, Day 4, during Reading and Responding, students read “Games of Survival” for the Social Studies connection. The text contains the same vocabulary words. 

• In Unit 2, Lesson 3, Day 1, during Reading and Responding, Develop Vocabulary, teachers use the Selection Vocabulary Routine, as well as specific directions and examples for each vocabulary word. For example, “The word blustery is defined as ‘characterized by violent winds.’ How do the surrounding sentences on page 155 give clues about the meaning of blustery?” A possible answer is also provided to support the teacher. This routine is done with all the Selection Vocabulary words.

• In Unit 3, Lesson 6, Day 2, during Reading and Responding, students complete the activity Finish the Sentence under the Practice Vocabulary section. Students are given sentence stems that contain the vocabulary words and they must complete the sentences to make sense. In Unit 3, Lesson 6, Day 4, during Reading and Responding, students complete the activity Multiple-Meaning Words under the Extend Vocabulary section. The Teacher Edition states, “Tell students that devour and promote are multiple-meaning words. Display the given definitions, and read them aloud with students. Then have students use the words in different sentences to demonstrate their various meanings.”

• In Unit 5, Lesson 3, Day 2, during Reading and Responding for the text The Search for the Mysterious Patriot by Vidas Barzdukas, students review words and definitions in the Develop Strategy section. The Teacher Edition states, “Display the vocabulary words. Read each line with the class and then have students turn to page 491 in Student Anthology. Use the activity below to help students develop their vocabularies.” Students review the vocabulary words found in the text. In Unit 5, Lesson 3, Day 4, during Reading and Responding, students read “The School News Reporter” and circle the vocabulary words they find in the text. The Teacher Edition states, “After students have finished reading the vocabulary story, tell them to use the Student Anthology Glossary to compare and contrast how the words are used in ‘The Search for the Mysterious Patriot’ with how they are used in ‘The School News Reporter.’”

• In Unit 6, Lesson 5, Day 3, during Reading and Responding, Apply Vocabulary, after reading the vocabulary story, students use the Student Anthology Glossary to compare and contrast how the words are used in ‘The Voice That Challenged a Nation’ with how the are used in ‘The Soprano Singing Club.’

Attention is paid to vocabulary essential to understanding the text and to high-value academic words (e.g., words that might appear in other contexts/content areas). Examples include, but are not limited to, the following:

• In the Program Overview, Vocabulary, the Teacher Edition provides a vocabulary routine that is followed throughout the year. For example, before reading a selection, the teacher orally introduces the definitions of the Concept Vocabulary Word as well along with any vocabulary words critical to understanding the selection. 

• In Unit 1, Lesson 1, Day 2, during Reading and Responding, students discuss the Concept Vocabulary Word in the Build Background section. The Teacher Edition states, “Have students discuss how they think the word ambition relates to the unit theme.” The unit theme is Perseverance. In Unit 1, Lesson 1, Day 4, during Reading and Responding, students discuss the concept vocabulary in the Apply Vocabulary section. The Teacher Edition states, “Tell students to think about the Concept Vocabulary Word ambition. Say, ambition is a positive trait for a character to possess. We have talked about ambition in relation to Lupe and wanting to be better at a sport and win a championship. When is another time that your ambition could help you?”

• In Unit 2, Lesson 4, Day 1, during Reading and Responding, Concept Vocabulary, students focus on the word instinct. Students discuss the concept word and its definition, “understanding that occurs immediately and does not need to be learned.” Students discuss how they think the word instinct relates to the theme.

• In Unit 3, Lesson 5, Day 1, during Reading and Responding, in the Build Background section for Just 17 Syllables by Dennis Fertig, students discuss the Concept Vocabulary Word artistry. The Teacher Edition states, “Tell them that artistry is defined as ‘being especially artistic or of great quality.’” Throughout the reading, students consider how artistry relates both to the theme as well as the text.

• In Unit 4, Lesson 1, Day 2, during Reading and Responding, Develop Vocabulary, students read the text Midnight Forests by Gary Hines. As students read the text, they notice the highlighted words and identify them as Selection Vocabulary words. Additional words within the text are also used to increase understanding of the science content. For example, students are asked to find the definition for conservation in the text on page 361: “the wise use and scientific management of all the country’s natural resources.” On Day 4, during the Look Closer section, students are asked to write about “some ways you can protect and preserve our forest.”

• In Unit 5, Lesson 5, Day 1, during Reading and Responding, students discuss the Concept Vocabulary Word. The Teacher Edition states, “Have students discuss how they think the word tribulation relates to the unit theme.” In Unit 5, Lesson 5, Day 3, during Reading and Responding, students discuss the Concept Vocabulary Word under the Apply Vocabulary section. The materials state, “Tell students to think about the Concept Vocabulary Word tribulation. Say, The word tribulation means ‘a state of incredible suffering’ and we have discussed how this relates to The Civil War and slavery. Can you think of another example of tribulation?”

Students are supported to accelerate vocabulary learning with vocabulary in their reading, speaking, and writing tasks. Examples include, but are not limited to, the following:

• In the Program Overview, Vocabulary, directions state that after reading, “Students review any interesting words they identified and discussed during reading. They record these words in their Writer’s Notebooks and are encouraged to use these words in their discussions and in writing.” Students also use the words in a variety of oral and written activities. Vocabulary review activities can be found regularly throughout the lesson.

• Visual Vocabulary can be found in the Resource Library. This activity allows students to see and hear the word in the form of a flash card. Students are given the pronunciation of the word, part of speech, definition, and how the word is used in context. In addition, students see the word and an image that can be connected to the word.

• In Unit 1, Lesson 3, Day 4, during Reading and Responding, students complete the Multiple-Meaning Words activity under the Extend Vocabulary section. The Teacher Edition states, “Tell students that descending and capsule are multiple-meaning words. Display the given definitions, and read them aloud with students. Then have students use the words in different sentences to demonstrate their various meanings.” 

• In Unit 4, Lesson 1, Day 3 during Reading and Responding, students use the Selection Vocabulary Routine. Students practice with the selection vocabulary and verify they understand the meaning of each word. Students study the Selection Vocabulary words from “Midnight Forests: A Story of Gifford Pinchot and Our National Forests.” They read each of the sentences and choose the correct answer. Students must explain their responses to the sentences, “If you have a dignified guest, is the person respected or forgotten?” “If you veto the movie suggestion, do you approve or not approve of the suggestion?”

• In Unit 5, Lesson 3, Day 3, during Reading and Responding, students complete the activity This or That under the Practice Vocabulary section that applies vocabulary taught during the close reading to other contexts. The Teacher Edition states, “Display the selection vocabulary words from ‘The Search for the Mysterious Patriot.’ Ask students to answer each question below with one of the vocabulary words. Have students explain their responses.” Some questions include, “You take time to make your bed. Does it take a mere or considerable two minutes? In the movie, one character is cheating and lying. Is the character a ruffian or a scandal? The city releases some land it owns for a park. Did the city divulge or cede the land?” 

• In Unit 6, Lesson 2, Day 1, during Reading and Responding, Words and Definition, students turn to page 473 in Student Anthology to complete the teacher-guided vocabulary lesson which requires students to use the text for better understanding of the vocabulary words being used. For example: The word pushcart is defined as “A small cart that is pushed by hand: a wheelbarrow.” Students use the information on page 473, “What clues do you see that help explain this word’s meaning? Using page 473, what helps you understand the meaning of market square? The word keen means “eager or interested in.” How do the surrounding sentences on page 475 give clues about the meaning of this word?”